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A large number of new video games are specially designed to meet the needs of players with different levels of gaming experience. To provide ideal learning environments, designers must understand differences in how experienced/less experienced players learn new games. Using a sample of players with different experience levels, our goal is to understand learning processes for a new real-time strategy game. Data from observations, post-game interviews, and eye movement recordings indicate that the majority of study participants relied on a trial-and-error approach, with more experienced gamers using a structured mental model involving feedback and expectations about making progress. Specifically, experienced gamers in the sample tended to use a top-down learning style emphasizing connections between goals and available actions, and to focus on the functions of game objects. In comparison, players with little or no gaming experience were more likely to focus on appearance and textual descriptions. Our findings suggest that in-game information interface designers need to consider player experience level in order to facilitate learning. Our results raise questions about whether gaming experience affects student classroom learning styles, as well as expectations regarding teachers and curriculums. [ABSTRACT FROM AUTHOR]

A large number of new video games are specially designed to meet the needs of players with different levels of gaming experience. To provide ideal learning environments, designers must understand differences in how experienced/less experienced players learn new games. Using a sample of players with different experience levels, our goal is to understand learning processes for a new real-time strategy game. Data from observations, post-game interviews, and eye movement recordings indicate that the majority of study participants relied on a trial-and-error approach, with more experienced gamers using a structured mental model involving feedback and expectations about making progress. Specifically, experienced gamers in the sample tended to use a top-down learning style emphasizing connections between goals and available actions, and to focus on the functions of game objects. In comparison, players with little or no gaming experience were more likely to focus on appearance and textual descriptions. Our findings suggest that in-game information interface designers need to consider player experience level in order to facilitate learning. Our results raise questions about whether gaming experience affects student classroom learning styles, as well as expectations regarding teachers and curriculums. [ABSTRACT FROM AUTHOR]